“I didn’t want to come to tutoring but after a few sessions I could read better than I ever thought I would.”    Student

Our tutors reach out to the community, providing year round,
personalized lessons in schools, libraries, churches, community
centers, and the DII office. Sessions are held at suitable
locations mutually convenient to the student and the tutor.


Instructors meet with students at least twice a week to provide one-on-one tutoring in reading, spelling, writing, comprehension, and expressive and written language skills.

Individual Language Tutoring utilizing the Orton-Gillingham approach.

• Clinically proven teaching methods that build upon each student’s skills to make life changing improvements.
• Kept current through continual refinement.
• Proven effective, well respected in schools and clinics for more than 50 years.
• Structured to meet each student’s individual learning needs. Each lesson’s success determines the next lesson’s content.

Why Orton-Gillingham is so consistently effective.

• Multi-Sensory: Students use visual-auditory-tactile-kinesthetic experiences to learn letter sounds enabling them to rely on their strengths, while more importantly, strengthening their weaknesses.
• Phonetic-Based: Students learn consonants and the variety of vowel sounds individually as opposed to within word families or as whole words.
• Structured: Lessons are organized with specific patterns and activities.
• Sequential: Concepts are taught in the specific order needed.
• Systematic: Systems developed over years of research lead the student to be successful without frustration. Reading improves as the ability to sound out unfamiliar words grows.
• Cumulative: Constant review within the context of a new lesson enables students to practice and perfect previously learned material; repeated practice helps them retain the skills long-term.
• Persistent: Sessions are held two or three times per week to assure the skills are mastered.
• Age Appropriate: Basic Orton-Gillingham is tailored for the non-reader through fourth grade level reading. Advanced Orton-Gillingham is appropriate for fifth grade and above level reading.

Individual Multi-Sensory Math tutoring is now available.

• Uses concrete and pictorial representation to help your child understand mathematical concepts.
• Consistent with the Department of Education and Operating Standards for Math in the State of Indiana.

Essential Elements of a Multi-Sensory teaching approach.

• Multi-Sensory: A multi-sensory approach must involve all pathways to learning: auditory, visual, tactile, and most importantly, the kinesthetic pathway involving both the hand and the muscles of the mouth. Students have to be actively involved in their own learning.
• Numeracy: Many students need to understand the concept of numbers in order to do math. They need to understand: 1) that ours is a place value system; 2) that the digit and its place value are important; 3) numbers can be expressed in many different forms.
• Synthetic – Analytic: In math, numbers are conceptualized, expressed, and operated on. Numeracy is communicated through 10 digits in an infinite arrangement. Math has a language of its own that must be directly taught.
• Structured: For many students, the teaching of math has to be carefully structured and directly taught. A student is helped by learning number sense and is taught how to organize them.
• Sequential: Many students have difficulty with sequencing. They need to learn to read numbers from left to right, but whole numbers increase as they move from right to left. They need to learn math concepts, going from simple to complex language patterns.
• Cumulative: Each piece of new learning needs to be securely learned and connected to what is already known, so that it becomes a part of what is known and can be used. A teacher needs to teach a student where the new information fits with what has already been learned.
• Repetitive: Merely understanding math logic is not sufficient for many students. They need to over learn so that dealing with basic facts becomes automatic. A teacher needs to cycle back often for review. The amount of repetition needed depends on the student’s learning needs.
• Cognitive: Multi-sensory, structured, math teaching is geared to training logical, independent thinking about numbers. It teaches students to use math language as they think about numbers. Many students need to discover that they can use reasoning to build mastery. Also, they need to understand why they are having difficulty with written math, and why they need to learn in this particular way.
• Diagnostic: A teacher must be able to observe a student’s confusions and to understand what elements of math need to be taught or reviewed to eliminate that student’s specific uncertainties.
• Prescriptive: A teacher needs to know what teaching steps to prescribe for a student and how to implement those steps into an appropriate instructional plan to assure that the student makes progress.

If you, or someone you know, are dyslexic, contact us at 317-545-5451. We will help you with the many tools available to turn reading from torture into triumph.